There is nobody more popular on campus than the student-athlete when things are going right. The talented athletes step into the classroom with their gifts and hold them against students with fewer extracurricular activities. Some student-athletes struggle with the demanding challenge of being athletes while many others manage to navigate life on and off the field expertly. The life of college students comes in several varieties and tends to be more structured than it used to be in the past (Grillo, 2011). The time and energy obligation of students in sports require them to make good use of time supervision and learning skills, with the educational expectations which stand challenging and call for a focused effort to maintain the least possible academic appropriateness.
The academic performance is the central problem that student-athletes face, which is strongly related to the independent predictive value of strong academic commitment and achievement motivation. There is a conflict between the demands of athletic and academic. Thus the problem seems to strike the proper balance between the dueling components. Colleges and universities, as a result, need the commitment to enhance and support the athletic and educational experiences of the student-athletes (Grillo, 2011). Nevertheless, higher education administrators will have difficulty providing services to support and encourage the students-athletes population adequately, without an understanding of the factors that contribute to a student athlete's academic performance.
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While recent studies have begun to focus on the non-cognitive variables in determining academic performance, other research studies emphasize the use of cognitive means to predict academic success among college athletes. Consideration of student motivation as a non-cognitive variable is an important factor in predicting potential academic success. The suggestion that non-cognitive issues play an important role in student-athletic' academic performance is the conclusion that students motivation as well as the related strength of the athletic and educational identities account for a large ratio of the variance of rating point. It is most unlikely that family background and academic preparation alone determines college athletes' academic successes and failures.
Reference
Grillo, K. (2011). Academic and athletic motivation: Predictors of academic performance of college students-athletics at a division III University. Rowan Digital Works . Retrieved from http://rdw.rowan.edu/cgi/viewcontent.cgi?article=1079&context=etd.
